The Digital Video-Interactiee Learning Environment: A Case Study in Physics Teaching...

在20世纪80年代，模拟视频光盘为多媒体教学提供了一种交互性手段。然而，视频图像仍然是模拟形式，因此它们的使用仅限于图像或部分图像，因为它们被记录下来，并在视频上放置简单的图形。存储在光盘上的数字视频的发展改变了这种情况。人们现在可以获得视频图像，这些图像以数字形式存储，实时播放，并像计算机图形一样由计算机处理。数字视频格式提供了全方位的可能性，包括不同场景的组合和场景部分的变化，以创建逼真的图像，并响应学生的需求。该计划将把数字视频与最新的软件技术、学生学习物理的研究以及如何接触不同受众的信息结合起来。将为现代物理的教学开发教学模式、范例和材料。这些材料将通过使学生在他们的“真实”（宏观）世界和非常小或非常高速的世界之间建立联系来解决教学困难和抽象概念的问题。通过使用软件和对数字视频图像的处理，该系统将能够从学生的日常经验逐渐转变为物理学家的模型。因为学生可以控制变化和变化的速度，他们也可以控制自己的学习。通过这种方式，数字视频学习平台将展示这项技术如何为科学教学开辟新的可能性。

In the 1980s the analog videodisc provided a means for interactivity in multimedia instruction. However, the video images remained in an analog form so that their use was limited to images or part of images as they were recorded and simple graphics placed on the video. The development of digital video stored on a compact disk has changed that situation. One can now obtain video images which are stored in digital form, played in real time, and manipulated by a computer as computer graphics are. The digital video format provides a full range of possibilities, including the combination of different scenes and the changing of parts of a scene, to create images which realistically appear and which respond to student needs. The proposed project will combine digital video with up-to-date software techniques, research on student learning of physics, and information about reaching diverse audiences. Instructional models, paradigms, and materials will be developed for the teaching of modern physics. These materials will address issues of teaching difficult and abstract concepts by enabling students to make connections between their "real" (Macroscopic) world and the world of the very small or very high speeds. By using software and the manipulation of digital video images the system will be able to make gradual changes from the students' everyday experiences to the physicists' models. Because the students will have control of the changes and the rate at which they are made, they will also control their own learning. In this way the digital video learning platform will demonstrate how this technology can open new possibilities for the teaching of science.